Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It entails effective communication and problem-solving abilities (Paul & Elder, 2002, p. 15).

A well-cultivated critical thinker:

1. raises vital questions and problems, formulating them clearly and precisely;
2. gathers and assesses relevant information, and effectively interprets it;
3. comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
4. thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
5. communicates effectively with others in figuring out solutions to complex problems.

Critical Thinking and the Learning Environment:

A. Formulate discussions and questions to improve adult learners' critical thinking skills:

• Clarity
  
  • Could you elaborate further?
  • Could you give me an example?
• Accuracy
  • How could we find out if that is true?
  • How could we verify or test that?
• Precision
  
  • Could you give me more details?
  • Could you be more exact?
• Relevance
  
  • How does that relate to the problem?
  • How does that help us with the issue?
• Depth
  
  • What factors make this a difficult problem?
  • What are some of the complexities of this question?
• Breadth
  
  • Do we need to look at this from another perspective?
  • Do we need to consider another point of view?
• Logic
  
  • Does all this make sense together?
  • Does what you say follow from the evidence?
• Significance
  
  • Is this the central idea to focus on?
  • Which of these facts are most important?
• Fairness
  
  • Do I have any vested interest in this issue?
  • Am I sympathetically representing the viewpoints of others?

– (Paul & Elder, 2006).

B. Plan authentic tasks which address important issues or problems.

C. Replicate real life situations within the discipline.

D. Restructure learning to promote higher-level thinking (See "Bloom's taxonomy").

E. Promote active learning by incorporating inductive teaching and learning methods such as:

• Guided Inquiry;
• Problem-based;
• Project-based; and
• Case-base learning.

Resources:

• Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston, MA: Allyn & Bacon.
• Paul, R.W. & Elder, L. (2002). Critical thinking: Tools for taking charge of your professional and personal life. Upper Saddle River, New Jersey: Pearson Education/FT Press.
• Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of developmental education, 23, 34-35.
• Prince, M., and R.M. Felder. 2006. Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education 95 (2): 123–38.
• Svinicki, M. & McKeachie, W. J. (2011). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 13th ed. Belmont, Calif.: Wadsworth.

To follow up on any of these ideas, please contact me at fglazer@nyit.edu. This Weekly Teaching Note was adapted from a contribution to the Teaching and Learning Writing Consortium sponsored by Western Kentucky University.

Contributor:
Valerie Lopes, PhD
Seneca College, Canada
Professor, Centre for Academic Excellence